University policy effects on academic career advancement of women

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Monica Gaughan
University of Georgia, USA
Jueves, 22 Diciembre 2011 - De 12:00 hasta 13:30

A variety of theoretical explanations have been forwarded to explain women’s consistent under-representation in academic scientific disciplines, and each has generated empirical evidence that support hypothesized dynamics.  A long tradition in the sociology of science illuminates the role that ascribed and acquired characteristics play in the social stratification of academic scientific careers; models stemming from this tradition constitute the “baseline” case in this analysis, first to replicate prior findings, and then to compare individual-level explanatory models with those that incorporate contextual models.  The empirical analysis of this project focuses on research extensive universities in the United States, which train the majority of its doctoral scientists.  The United States provides an excellent case for examining variation in outcomes because the lack of a robust federal framework means that policy innovations occur at the state and university levels.  In general, policy making in the United States is not as ambitious as the gender mainstreaming projects of the European Union, leaving most policy innovation to occur at the level of individual universities.

The hypothesis to be tested with this work is simple: The more comprehensive the range of family-friendly policies and practices in universities, the more likely women faculty will have positive career outcomes, and the smaller the gap between men’s and women’s achievements. 

To test this hypothesis, I examine the effects of a range of university policies and practices on the advancement of faculty, with a particular focus on the advancement of women.  Advancement is conceptualized according to traditional metrics of academic career progression:  obtaining a tenure track job, earning tenure, and being promoted to professor.  Policy and practices that are thought to be possible solutions to reducing barriers to women’s participation in academic careers include institutional structures (such as a standing commission or a NSF ADVANCE program), as well as specific policies (such as tenure clock extension or paid parental leave).

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Breve CV del Ponente: 

Assistant Professor, Department of Health Policy and Management, College of Public Health, University of Georgia University of Georgia (USA)

Monica Gaughan is an Assistant Professor in the College of Public Health at the University of Georgia.  
She is broadly interested in evaluation methodology applied to public health policy and research.  
Her research focuses on gender, racial, and ethnic diversification of the scientific and public health labor force, and the role that policy plays in that process. 
She earned her Ph.D. in Sociology from the University of North Carolina at Chapel Hill and her M.P.A. from Syracuse University.  Her bachelor’s degree in political science is from the New College of Florida.